001interview. [Music] The May 6, 2025 study session is called to order. All of our directors are here in person is Director Evans, Shriber, Foster, and King. And director Murray is joining us online. And you have the agenda before you for the May 6, 2025 study session. Is there a motion to approve the agenda for the May 6, 2025 study session? So move moved by director Foster. Seconded by director King. All those in favor say I. I. Okay. And last unanimously. The agenda has been approved. Um I will turn it over to superintendent. Thank you. Um, and first just to acknowledge Mark Way and Carrie Counselor uh for being here part of a team of uh of individuals including director Murray who's um been on a work group since September I think um to come around
002what it's going to look like for AI artificial intelligence to be in our schools both for uh staff and students which has been a directive of OSPI um and Superintendent Rake Doll. So, uh, thanks for being here, both of you. Uh, you you, uh, definitely add expertise, but also, um, a parent perspective, uh, and staff perspective at the same time. So, um, Mark, do you want to go ahead and Mark's driving here, uh, today? First of all, um just to highlight why there was a directive um by OSPI to have a policy that includes artificial intelligence uh in it and some procedures that help to guide staff and students um in navigating AI which is a new tool for many. Uh I just want to point out that uh when I look Pew Research says
003that one in six 16% of employees that were uh pulled said that some of their work is done with artificial intelligent right artificial intelligence right now. Um and that same sample said that 20 uh 25% said some of their work actually could be done um with artificial intelligence. Of those that said that some of their work was going to be done or is being done with artificial intelligence, 57% said they use AI for research, 52% of those just to highlight um you can see on the left hand side it it says human- centered and the direction that our state is going and I would say our district is going which I'll talk about here in a minute is definitely that human- centered approach. So our students and our staff might use um AI but it's
004in between a a human input and a and a human draft of a product. So we say human AI human when we talk about uh AI. Um so thanks Martin slide just to give you an idea about the work that's gone on so far. Uh, like I said, some use of AI on a larger scale next year. Um it is already open for our staff to use and we're going to get a chance to experience that here today. So when I asked go ahead when I asked um I met with the student superintendent leadership team and uh asked some questions to them about AI and these are some of the questions I asked on a one to five scale five Uh, and uh, so Director Evans, you might have had a a sampling in there
005as well, just so you know. I bet I did. Yeah. Uh, when asked, I want AI to be available on our network, meaning not blocked. Uh, that goes up 3.28 on the scale of 1 to five with from all responses. And then lastly, it doesn't matter if it's blocked. I'm gonna get around the filter. And that was a 2.5. So, and so we dug into that a little bit. How is that? And they say, well, you know, we use our cell phones. That is I want to pause right there. And as part of um you know, what we're navigating with the cell phone policy uh forthcoming this year and and how, you know, how students do work. Uh just a reminder that all of our high school students have uh a device that is checked
006out to them and have it to uh readily available to is appropriate and it's protected under uh SEIPA which is an acronym for the child internet protection act. Okay. Um these are some of the like kind of anecdotal responses that were given uh were given to what should people making the rules that would be uh uh you all as board directors and uh you know staff know uh about AI in your education and they said things like it's very helpful to use with math and other stuff. Um it it's not just a way to cheat but also a way to enhance education. This is a student saying this. It can be used to learn new things and get feedback. While it can be harmful, but uh it's also used for a lot of amazing benefits
007while uh regulated. Um and I'll just point to the last comment on the bottom that teachers can't ever help help every student at once and AI can be uh help everyone to learn. And and as we start to explore more of the tools out there, you can just imagine the amount of AI tools that are out there right now. um both uh some for free, some definitely not for free. Um they're expanding on a daily basis I would say. So next uh just a point about you can see in the upper right hand corner of this slide it talks about that human AI human interaction and this is a scaffolding approach for students that OSPI actually recommends and you can see there's all the way from no AI assistance as being one kind of threshold
008to start at which is where we're at right now. we don't allow AI um unreleased AI I should say on our systems. I will just caveat that. So when I was at WASDA um and we had I went to a presentation on AI um there was a bunch of students that were student representatives that were in that and they actually called shenanigans on that and they said you always allow AI. you give us editor and spell check and all like that counts and um that was a very valid point um that they understand what it is and they like they know the difference and they're smart they're smart enough to figure out how how to get around it and what the loopholes are. So now that's a we don't have zero AI but we have
009very minimal. That's a that's a great point, Director Evans, because we've actually had AI. Uh you give an example, right? Spell checker. I at the bottom of my Gmail, right? It has three recommendations of how I can respond. That's that's AI. I I should clarify that to say we don't have chat GP GP available. We don't have a lot of bots, but we we we already like just the world itself has integrated AI already. So great point. So go ahead. See some really good potential here. Thinking way back to the dark ages early 1970s. I shared the same college student learning center with the general learning center. I had simulators and my other stuff there and met breath and developed a mechanical program learning thing that was extremely crude. But that kind of interaction thing
010I think tremendous potential for that AI being in one-on-one instruction in a way. Right. Right. So this scaffold is where we could go and I would say some districts are um you know all the way you kind of a gradual release up to a level five and and we're the committee the work group has said um you know a good starting point for us likely is a level two. So, just to kind of think about that as uh assisting in brainstorming, I um there's no uh better way to just get an idea about what AI is and how our students are using it than to see how they've been using it in the confines of Mr. Whan's classroom uh right now. So, uh Mark, I'm going to turn it over to you unless there's any
011other questions to start. Director Murray, I think you're still there and can hear us. So, any other questions before turn it over to Carrie and Mark? All righty. First of all, I want to make sure everybody has this in front of them. I have some extra copies if you guys want. Who Who made that? Our yearbook class. I'll Yeah. So, um, thanks Ryan. My name is Mark Wayland. I'm a middle school teacher at Stland Middle School. And what we're going to talk about is a yearbook class where I'm an adviser and I teach the students. Our goal is to make a year book by um June that's that's coming out. This year we took on a huge task. Um we wanted to talk about the story, the history of Stanwood Middle School. The Stanwood Middle
012School is kind of a special building. There's a lot of history. When we started, we didn't even know the year um what year it was, you know, built. So we took that on this year. Um and it was an amazing project and I just wanted to share this with you to go through it. Um it was a big challenge. It involved a involved a lot of AI. It involved our community, a lot of community members. It involved a lot of uh former teachers. Um we even took field trips down to the Stanley Historic Society and did a lot of learning. Um, but as Ryan said, it was hum it was the human, the student were the focus and AI kind of helped us out through it. Before I start, I just kind of want to
013browse through the the yearbook here just to kind of flip flip through it here. Then I'll then I'll focus on some of the components of it. Um, the story is that the students wrote is um from the perspective of the building. So the building is telling the story. We had a fun time with that. Um so Stwin Middle School's had over 15,000 students. Um the introductions chapter one and then we learned that in 1938 that was the first year that it opened its doors. Then we talked in chapter 3 a little bit about the athletics. There was a lot of competition between uh Steman High School which were the Pirates and the Lincoln two high schools. In 1944, uh, it went to Twin City High School. Our story talks a little bit about that. Our
014students really, uh, when we discovered this picture of the boxing. So, this picture of the boxing was where we eat currently eat at lunch, the cafeteria. So, that's uh, very interesting. And then the drop off the taxi there. Uh, chapter five, we also learned about the floods and the historic flooding in Stanwood. We did a chapter on that. And then my favorite chapter was chapter six where the war we learned that the students that were actually in Stanley Middle School uh were left to go to the war and and our students are in those same rooms learning about the war that those students left for. So we have a section on that. Um and then in 1960 we went to the Stanley Spartans. Chapter 8 then it became a middle school. The building talks about
015the the activity level. Um in chapter nine Brocklin and then uh 10 we got into the different times you know of what was it like you know 30 40 years ago what is it like now? Chapter 11, there was a construction middle school. And then we also wanted to display the school. So we hired a drone as you can see. So there's pictures of the drone um throughout the yearbook. And then chapter 12 talks about the technology and the cell phones. And then kind of through the whole thing, the theme was the it's a community. The Stanwood Middle School represents our community. It's the grandmas and grandpas and everybody has been there. And and then we ended with uh music. We tied it into music. It was an unexpected um turn for me, but the
016students wanted music. So we uh went back in time and I'll I'll explain how we used AI to generate. Well, if you were at Stanley Middle School 50 years ago, what music would you be listening to? And then the AI kind of really helped us out with that. And then we had some more uh then and now photos. This one here, this was a picture taken in 1955 and hired the drone to take the exact same picture this last year. That was also the bus barn down there. Yep. Yep. some more pictures of Stanwood Middle School and then a little bit about who was helping us out. And there's our most importantly, here's our students that focused on this project and a little bit about the yearbook students. This is not in this uh handout.
017This again is a supplement. the yearbook will be coming out in June, but we even scanned all of the yearbook covers and we put them all in here so you can see that that will be in the yearbook and you can see the first part of it. So, well, today then I wanted to uh share three components of how I we use AI in the in a project like this. Okay. And the first one was um text to speech. Text to speech is is really a big deal with the AI. I mean, if you're the a teacher, a teacher can convert um worksheets or articles or study guides into um the audio makes it a lot easier. You can adjust, you know, for fluent reading or the the rate of the reading and it really
018helps out with like the reading comprehension, etc. So, what I'm going to do is I'm going to throw a chapter in here and let's uh let's have AI read it to us here. I'm going to go to chapter we'll read chapter 3. We'll just take like a minute here. So, I have the text in here and we're going to have AI uh read it to us. So, this could be anything. This could be in a first grade class, a middle school class. It could be um put on Google Classroom and teachers could use it in various ways here. So, chapter three on page two here. Chapter 3, honoring the father of Stanwood athletics, the story of Okconor Field. On November 11th, 1939, just a year after my establishment, an exciting football game took place on
019my field. The match featured a rivalry game between East Stanwood, represented by the Lincoln Links, and Stanwood, known as the Pirates. The entire community eagerly gathered to watch this highly anticipated event. The day began with a parade from Stanwood City Hall to the building that is now Stanwood Middle School. As the game started at noon, I noticed a rope enclosing the field's perimeter where the men stood watching their sons, nephews, neighbors, and friends. Both teams displayed exceptional defensive skills, which led to a scoreless draw. During the event, my field at Stanwood Middle School was dedicated as Okconor Field in honor of community member and coach Dr. J.J. Okconor who began coaching in 1909. Since then, the football and soccer field at Stanwood Middle School has carried the name Okconor Field. So, Mark, you uh Dr.
020Okconor, a local dentist in the Stanwood area, envisioned promoting athletics. Yeah. You uh dropped this text in and you can choose the voice and the rate with AI. Yes. Yeah, we can choose the rate. Um, getting the voice. The voice was a big deal. We spent 3 days on the type of voice. My voice made it to the top three, but I didn't make the So, yeah. Um, that's that's the AI, you know, speaking and we're going to create the audio version of that. Nice. Um, the second piece, uh, the AI, the graphics. So, when you're doing a yearbook, um, the cover is always a big deal. So, here's a cover. You spend three weeks on that on a yearbook class, right? Yeah. A lot of opinions. So 10 uh 10 15 years ago, what
021the common thing was is that you hire somebody for 200 bucks an hour and they come in and do their Photoshop things and the students sit in their chair and they give them ideas and it's one person on a computer. That's what we did with all of these. Things have changed a little bit AI. So we all the students have their page and they all have this is Canva and they all have the ability to do those skills. So this is uh my students here, you know, and this is back in October when we didn't know what the theme really was. You can see all the ideas coming in. So students generated those with AI. Yeah, that's that kind of level two we were talking about about brainstorming. So these are these are Canva. What
022was the other that text? What was the program you were using? That was an app that was um AI voice generated. Yeah. Um I love the creativity. This is a useful skill. Mhm. We pay somebody for our business to create content like this. Here's here's one that we kind of ended up on. You can see early on using the building here. So all of the students have their ideas and they're all participating. Um, this was a strong contender to this book. Yeah. And then this is what we ended up with. Um, just a couple just to show you real quickly how I can generate that if I wanted to. Let's just say I wanted to do a Spartan. I'm just type in Spartan here. So this is uh an AI driven portion in Canva and
023I'm going to go ahead and generate that. See it's thinking right here. Okay. You can see the Spartan. Well, maybe I want that or maybe I want it to be a little bit different. So I'm going to go back and maybe change the style a little bit. This concept art is produced last year. kind of like this look here. I'm going to use concept art. I'm going to go to Spartan again. So, I'm thinking about what you just talked about, director Evans, about future ready graduates and how this is uh something that is a absolute marketable skill right now. So, here's one. So, here's a look. I'm going to just drag it over. Um and now a feature of cropping which you know 10 15 years ago would take hours. I can do one click
024here and crop it out. So I'm going to maybe resize it maybe this is what the students are doing. And now maybe I want to play with the background. So, I'm going to go back and let's do like a a mountain that is maybe like light gray something like that. Again, I'm trying to get this look. There we go. Let's just I'll just pull one of these on here. You can see the students now all their creativity. They can just move it back and you can kind of see how you can get that yearbook look and that is the look that's what they were doing this another example. Yeah. One of the things I think about is if we're not doing this are our students farther behind right when they when they move out of
025out of our schools. Yeah. It's really yeah and really with this it's the faster experimentation like like I said that this you know all students just sitting and watching but everybody is involved and the creativity right any questions right now it's a lot to absorb um I haven't used a much mainly the new Google Google search which somes times get stuff really wrong. And so is part of our training in this going to be how to catch that kind of thing like is whatever application it would be because it's so far it's not completely replacing human input. Yeah. Right. And I just go back to that that human AI human uh protocol that we're using to you you can put in an idea, vet it by AI, but have to still be um able to
026have some context around the response. I think that goes back to the same thing. Not everything you read on the internet is accurate, right? Like so understanding, you know, there's different talking about like chat GPT. There's free chat GPT that just pulls everything off of the internet and perhaps that's not accurate because like it you don't know what source that pulled it from. But if you pay for chat GPT, you can build a program that says I only want you to pull from this resource or this resource. So then you can know like it's only pulling from this book or it's only pulling from the data that I give it and you can trust that the answers it gives you. So it's that piece of understanding like what is the data like that's what we
027need to teach our kids is like how do you manipulate this to be useful and not harmful. So like how do you how do you know what data it's pulling from? How do you know what you put in it? How do you know to put the right things in it? And I think one of the other pieces is we've been taught to speak in Google like how to what do you right AI is different. you have to talk to like a person like I so like I full disclosure I use GPT to write performance evaluations for my employees right like that's a thing and I say I'm writing an employee evaluation for Paul today and it's based on these parameters and these are the behavior observations that I've done over the last so many days
028and I throw those in there write me a performance evaluation in this format and Guess what? It spits it out. And then I read it and I go, "Oh, that doesn't sound like me." And I change it up a little bit. I spit it back in there. And every time I rewrite one, there's less editing I have to do because each consecutive one sounds more like me each time I write it. Right. So by the time I get to the sixth one that I'm writing, there's little editing that I have to do to make it sound more like a person because it learns. It's learning. That's absolutely. So a good Yeah. Yeah. So a good example of that is on our yearbook page 11 which is the third piece. It's we wanted to understand the
029the or listen to the music that students listen to 50 60 70 80 years ago and how do you do that? How how do you research that? How do you take that on? Well then that's where AI kind of came in and that's this is something we can kind of practice here. So, um I'm going to take oh 1986 and I I wanted to know uh what were the popular songs. So, I can just type in um top songs. So, Mark's in Gemini right now. Gemini is Google's AI. Uh and we have that available in our Launchpad for all staff right now. So, staff can use use it. So I uh typed it in and just like that 1986 from there I have a list. So now the students have like a starting point. So
030if you can imagine how much time this saved versus trying to figure that out the research part of it. So do we want to practice that? Let's practice. Let's practice it. So uh Carrie I think we have an allout Gemini. We do. So, you want us to put in our the year we pick a year. Pick a year. That's a better pick a year. And pick a year. I'm just going to pick a year and say top songs. Top songs. Is this a check? And then I could narrow this down. I'm going to just go the top three songs if you wanted to. Pretty good. Yeah. You recognize some great I think I kind of like based on sales, based on like Yeah. The most records most records most records sold. Yeah. Um top song
031base on record. I know. Is that Leomba? Can I see that? Oh, yeah. I'm an 87. Okay. I tossing the turn and I'm an old one. I think that one's on our list. Is it? I thought it will by Bobby uh Lewis. Yeah. 1961. Our students came up with that one. 1961. Yeah. You could also type in display the lyrics of it or you can take it anywhere. Lead singer. Lead singer. Yeah. How long was the band together? The artist. Yeah. You could even say um you know, write an article. new this mark. Write an article about this top song uh from magazine, right? And this is the this is the generative part of So here's an article I just produced on that song. That's the generative part of the AI. Yeah. It was really
032interesting during the same presentation at WASA when he was talking about AI um there the gentleman that that did the presentation and for the life of me I can't remember his name I have to go back and look it up I'm terrible names but um he was talking about how again that learning piece of AI it starts out with like wholesome quotes from Dr. for Martin Luther King, right? And it gives you like actual quotes, but then it's like, well, I know what Martin Luther King would sound like and it'll start creating quotes. Um, and so that's that piece of like making sure you know where the information is coming from. But it was really interesting like you pulled it up and it started and you're like that's clearly not something that you ever said.
033Yeah. You know what I mean? But it thinks it's smart. Yeah. Typically when that happens, I actually ask where's the reference and it'll give it to me if it's accurate. Yeah. No, I mean that was just like a weird piece. And there was also a guy that was a lawyer and he put uh he wrote a whole legal brief using AI and they uh only created Yeah. two of the two of the presidents that decided were fake and he got barred for it because he didn't check his work. Yeah. Yeah, you say that I guess we could talk about the educational benefits in the classroom, you know, like the time saving, the increased productivity of teachers was a huge one with Gemini. Um enhanced research and learning, you know, quick as you can see. um
034support for assessment, you know, if you want quizzes, the different formats of quizzes, um different languages, languages, uh reading levels, it's really easy, you know, I can put that into a different uh reading level real quick, you know, just change it to grade three or whatever. So, it's uh it can save a lot of time question. Um I'm volunteer with night service. giving a tour to Portland on the train and there was something in our script long script like 200 footnotes that didn't seem right to me and so I researched and it had a length I went and looked at the article quoted and it it was a statement of fact except it came from a ballot country ballot and it was even misqued and so so then so could AI now do what I
035did in validating sources. Yeah, you can you can put a lot of things in here like a PDF or different documents and it it can check all the various things with facts and grammar and but this was the validity of even quoting from that and getting the quote right there. the validity of it because valid was a technical thing about an airline flight thing that I knew about but yeah but the values didn't know and Mark has been leading edge um to beta test AI uh in the district for students. Um our um intent is that later this spring we would make a recommendation on uh adjustment to policy and procedure to um to include AI in our um policy 2022 which is the technology and electronic resources and internet safety policy. So that um
036that is the intent around that to be able to have the ability for our students to use AI in a safe way um while on on campus and while learning. So like I said, thanks to Mark. He's he's tested a lot of the a lot of the uh leading edge tools out and just I think really done a good job. Thanks Mark for showing how it um actually increases um our students ability to be collaborative, our students ability to work faster and and become more prepared for the future. So going way back to that analogy, I remember can't help others can. Yeah. And schools decided, okay, you can use them, but you need to know how to do it without that. And so same thing here. Yeah. That's probably the number one question that like
037when I go to the conferences is that's the question is you know the same with like the spell checker calculators is and I don't know if everybody has the answer that there's a lot of unknowns you know out there with that. Yeah those are good questions. I will say right now when um when I do coding for different things I do every once in a while talk to Jack GT just to make sure you know is my organizing appropriate. There are times where it gives me the wrong answer, right? But I know because I' I've learned the code. So for me, sometimes it's kind of just another thing to to go back and forth with on on how I I do what I do. But they're 100% I believe that they're using another example of
038that like we would write a paragraph in class and then we would put it in the AI and we would say can you be more descriptive with it and we would compare it side by side and maybe there's a piece of this that we like and the students would pull that in or or we don't like it we would leave it alone. Yeah. Any questions for Mark on the process he went through or Carrie on kind of the back end and and as parent and as a technician too. I like the idea of having the quote unquote like graduated scale of like so one of the things that they said in that thing is you know if you set clear expectations of hey like level three is okay on this assignment and then you know
039what I mean you can experience the creativity or whatever that is and maybe some assignments are level five but maybe you know most of them are level two level three whatever that is depending on your class like the feedback from the student adviserss in those sessions was they liked the clear direction and the like parameters of like this is the box that I can be in. Um and it was very definitive for them and so they didn't they didn't want to get in trouble but you know what I mean they also wanted to use AI and so knowing specifically what the expectations were for each um assignment was really helpful for them. That was your feedback that they gave. Thanks for bringing that up. That's something that we've heard we continue to hear is like
040they're gonna students, not surprisingly, are going to move quickly, right? They're going to move quickly with AI and and the guardrails like you're talking about are what will be important for for us to be able to establish. So, just some of the guidance was to put one of these in like every classroom so that it was consistent across the building. Is that like our intent? I mean not doesn't have to be that one but like if we move forward with something like that that would be intense. Yeah. And and there's some conversation about is are we just starting with level two and if you're comfortable you can you know move into three four and five but we're going to we're going to provide training around for staff members around how do we start at level
041two. So if that's your comfortability, great. If it's farther then then that's another three steps a human AI human is there a way to track that they actually did that. So um no not really. There are ways however though that teachers can um utilize to where maybe they are helping to brainstorm in the classroom and they have the students maybe you know writing it out on a piece of paper in front of them for a draft kind of scenario. So there there's still ways that we can work around that but in all honesty you know where you you see um these companies that are saying oh put this in and we'll tell you if it's AI that doesn't work. Yeah. it it's just and it it makes us kind of try to chase something that
042we're never going to catch. It's a really good example you just gave about how um teachers can use this, right? Generate through AI, create your own content, maybe not on a computer as a draft and then and then revise, right? There's that human AI instead in the classroom on a piece of paper in front of the teacher. That would be a system. How can they do with without the crunch? There was actually a warning in some of those. Uh, if you can't tell, Boston was very focused on AI this year. Um, there was also a warning in there from them about some of those services that say we can check that. um that they have a tendency to to pick out like neurode divergent or people who have a different and pick on those students
043because they don't necessarily write to the cadence that AI says should be. And there was a few very large lawsuits against um districts for saying that a student was using AI and and punishing them and it turns out the student wasn't. And so that was a very clear warning from them was to make sure if you're using those. Dr. Diane looks like he has questions. Oh, sorry. No, that's my face also says I have questions. Yeah. Yeah. Um, but it was it was really interesting. They had some they had some really specific examples of like this student clearly wrote it, but AI flagged it as like it was probably AI generated and they paid big money on those. Some unintended bias. Yeah. So you can even um with Google Docs you can see the review
044history too. So you can see people typing out there's Mark flip forward to the a couple of the myths that are out there just so um just so we can get an idea. You you can read some of these myths. They're on your hard cop as well but these are some of the things that like number three was just brought up um you know misuse is a concern that can AI can support learning. So, these are some of the really um frequent concerns we hear. And full transparency, AI helped generate this list, right? So, yeah, there's another I think there's three more as well. Well, in a way, it would be nice if every student had an individual teacher full-time and this is a step toward that. Yeah. And it won't replace them, but it
045definitely, you're right, it will help kind of interact getting back to and it helps with the gaps too, the gap learning. Getting back to the interactive program learning where what you are given next is based on your answer to what question and stuff like that. That's a lot of that's looks like a lot of potential for that kind of thing. So, as we go. No, I was just say there was a teacher um from a very small school district that was in one of the presentations and she actually said she took like they're a small school district. They can't afford large curriculums. Um and she took books or things and put them into that page and said, "Write me a curriculum based on this." And obviously it needed that human thinking, but um saved a
046ton of money not having to pay for a prepackaged curriculum and it was very specific to what they were looking for to learn. I thought it was a really interesting application that I would have never uh considered. Um but that teacher had had already in fact done it and it had been approved and and they were it was a curriculum they were using. I thought it was really great. How about copyright copyright issues on that particular process? Again, I'm not a lawyer. They just used it as an example of the things I know. They're not sell They're not selling it. I'm not selling. I'm just saying that that was a really interesting use to me that I would have never crossed my mind of like I could create my own. But to his point, he
047was you know you could make a quiz or whatever that is like similar similar application. One of the things to just point out as Carrie and I were talking this week is um this is in our Google domain. So when we are using Gemini, it's not learning off of us. So, one of the ma main concerns you probably heard is what about student privacy and data privacy. So, how do we protect about against you know that being released into the the AI sphere and that's a that's a training piece that we'll need to uh tackle for insurance. Speaking of that, as we um you know think about procedure around 20 policy 2020 and and potentially a revision to that policy uh that may be brought forward, are there concerns from you all as board directors
048that we should be thinking about in advance of that? My only thought would be consistency across all of our right like all of our systems. So we we want them to learn the same things in elementary school and middle school and high school. Obviously it would grow but like the messaging or whatever of responsible usage and you know when and where it's appropriate should be moved. Sorry Bessie I didn't No, I can say major growth like that. That's that's right. Well, we know staff training is going to be one of the things that has to happen. So, we're we're working around that and how that how that can happen um in advance of next year as well. Do you also think that the data integrity like I like that it's Gemini and it's embedded in
049Google and like we have those guard rails already on there that we're not quote unquote selling our data. Um, but you get into companies like Canva, which I think is really great. And again, I pay an assistant lots of money to use Canva for me on a regular basis. Like that's the thing, but um, you know, how do we how do we put maybe some of those same because we don't want to limit like you can only use this one. like if it makes sense to use some of these other ones, but like how do we how do we limit those or how do we how do we safeguard against some of that stuff as well? Yeah. So, there there's lots of tools out there. Magic School is a pretty popular uh that you might
050have heard of and it's I don't remember if it's 20 or $18 a student and so it's it's cost but some point maybe we get to that that piece where because they provide the guards. Yeah. I see like stuff like like I think that those are important pieces, right? Like like I want them the uh again I remember the names Jeff and I famous famous during co Yeah. Yes. And I I hate to keep going back to him but he had some really great points and he was the presenter there but you know he used social media as his like example. So like school districts just put their head in his sand about social media. It doesn't happen. It doesn't impact us. That's outside of school. We don't do that. And we've all seen that
051that is in fact not true. like it absolutely comes to school and it impacts us and it do all does all those things and his warning was like don't do the same thing with AI where you put your like get ahead of it learn how to use it responsibly and integrate that in because it is in your daily life you know like and it will be in their daily I don't think it's going anywhere unless the world ends and an asteroid hits and we lose the internet like it's not going anywhere you know for sure so those would be my pieces to to how do we implement them or how do you make careers years because AI does get rid of some jobs but it creates others. So how do we pivot and and teach
052students to strive towards those new opportunities? Got it. Thanks. Any others Mark and Carrie? Thank you very much. We we started I pitched the idea to these two I think a month and a half ago and they're like they were all in. So just thanks for being here to do that and thanks for being on the leading edge and supporting on the on the back end and that's a that's that's a term of endearment too. [Music] Thank you everyone questions. No further business the May 6, 2025 study session is a journey. I'm Yes. It's so good.